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This work presents a literature review of research journals in science teaching in Latin America and the Caribbean with the aim of identifying, describing and characterizing the main lines of research. The documentary basis is made up of 15 scientific journals and 490 papers that report work in educational research. From the abstracts of the papers it was possible to identify the problems addressed, which were grouped into five dimensions: learning science, teaching science, the science curriculum, science teachers and students of science teaching. The results show that teaching and learning science is the main problem addressed by most studies conducted in Latin America and the Caribbean. [ABSTRACT FROM AUTHOR]

Since 2004, I have used various document sets from the National Security Archive (NSA) to teach students about modern Latin American history at Georgia College and State University, a medium-sized public liberal arts university in central Georgia. The NSA has the largest non-governmental online collection of US national security government documents in the world. Its research staff compiles, introduces, contextualizes, analyzes, and sifts through thousands of declassified materials. These include inter-agency memos, embassy communications, executive directives, confidential correspondence, and other once-classified materials. This essay will critically examine the NSA as a way of teaching the histories of US imperialism and intervention, state suppression of popular dissent, militarism, human rights abuses, and counterinsurgency tactics and training in Latin America from the beginning of the Cold War until today. First, I will provide an explanation of the assignments that I use. These consist mostly of document analysis exercises and larger research papers. I will also share which topics students tend to explore, while noting several potential methodological pitfalls in using the NSA documents. Secondly, I will share testimony on how students' views on US foreign policy have changed. The general consensus at the beginning of the semester is that one of the principal aims of US foreign policy is to promote democracy above all other values. After examining the NSA documents, however, students seriously re-examine this idea. Indeed, introducing students to the 'raw material' provided by the NSA is a powerful pedagogical tool for delivering and teaching radical history. [ABSTRACT FROM AUTHOR]

El artículo presenta información sobre una lección realizada en una aula sobre las historias del camposanto. Se reflexiona acerca de la experiencia de enseñar la lección, de la importancia de entender no solamente la historia sino también la creación de la atmósfera y los personajes y del proceso de gestionar los grupos de estudiantes.

This article considers the role Paedagogica Historica has played in stimulating new approaches in the history of education within the international community since the emergence of the new series in 1900. Particular focus is placed on the volumes published in the wake of ISCHE (International Standing Conference in the History of Education) conferences and the special issues, which the editors began to promote in 1990 as a way of highlighting innovative scholarship in the field. The article considers a total of 55 issues. In addition to a presentation of the diversity of topics addressed, the article assesses the following: editorial strategies to reach a broader public and connect with specialised networks internationally; efforts to achieve international ranking for the journal; the ways individual scholars or national communities showcase certain approaches or themes in the history of education. Finally, the article will consider the limits to the journal’s efforts to establish trends in our contemporary digital age. [ABSTRACT FROM PUBLISHER]

This article calls for educational research in Latin America to investigate the relationship between education and insecurity. Drawing on youth violence research in the region and literature on education in conflict zones, it offers orientations for such a research agenda, including: (1) the need to characterize the nature of child and youth involvement in insecurity in Latin America and identify the potential implications this condition carries for education; (2) the need to examine how formal and non-formal education is oriented to support the needs of children and youth in such contexts; and (3) the need to consider the complex and systemic nature of educational practice and the variety of issues that educators may need to engage with in order to offer a learning environment that counters child and youth involvement in insecurity. This research agenda implies critical consideration of the ways in which education can at times be complicit to violence and further enhance the vulnerability of children and youth. It also calls for analysis of cases where educational design is responsive to the specific needs generated by insecurity and contributes to the strengthening of citizen security. The article argues that education is an essential component of a citizen security framework to counter crime and violence in Latin America, and as such requires further research. [ABSTRACT FROM AUTHOR]